About the course
This course furthers students’ understanding of the processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biodiversity; evolution; genetic processes; the structure and function of animals; and the anatomy, growth, and function of plants. The course focuses on the theoretical aspects of the topics under study, and helps students refine skills related to scientific investigation.
Biology University 11
Course Credit
1
Course Price
$ 550.00
Course Developer
My Learning Oasis
Prerequisite(s) (Text)
Grade 10 Science, Academic(SNC2D)
Course Code
Department Head & Contact Information
SBI3U
Viswanath Sharma (daro@mylearningoasis.com)
Course Type
University
Grade Level
Grade 11
Course Development Date
June 10th, 2021
Course Outline
Diversity of Living Things
In this unit, students will look at the notion that all living things can be classified through the principles of taxonomy and phylogeny. For the purpose of scientific classification, they will use sampling and classification techniques. Students will analyse the effects of human activities and the impact they have on the diversity of living organisms in ecosystems.
Expected Hours of Instruction: 21 hours
Evolution
In this unit, students will study the theory of evolution and the evidence that supports it. They will examine the potential mechanisms by which it is taught to occur, including natural selection and punctuated equilibrium, and look at the logic that has drawn some scientists to their conclusions. Students will also look at the economic and environmental implications of artificial selection technology. They will evaluate the impact this technology has on the changes to the environment and to the changes on natural selection and species at risk.
Expected Hours of Instruction: 20 hours
Genetic Processes
In this unit, students will evaluate recent developments in genetic processes and determine the social and environmental impact such genetic and genomic research can have. They will investigate, during the process of meiosis, how variability and diversity of living organisms results from the distribution of genetic material. Students will also analyze data to solve basic genetic problems.
Expected Hours of Instruction: 24 hours
Unit Animals: Structure and Function
In this section, students will study how groups of organs with specific structures and functions work together as systems and how these systems interact with other systems in the body. They will investigate by means of computer simulation and experimentation, the relationships and functional responses between major organ systems. Students will research how the development and use of technology to maintain health are related to the changing needs of society.
Expected Hours of Instruction: 22 hours
Plants: Anatomy, Growth and Function
In this unit, students study plants. They will look at how their specialized structures have distinct functions that enable them to respond and adapt to their environment. Students will study the structures and functions of plant tissues and factors affecting growth. Students will evaluate the importance of plants to the survival and sustainability of ecosystems.
Expected Hours of Instruction: 21 hours
Final Exam
This is a proctored exam worth 30% of your final grade.
Expected Hours of Instruction: 2 hours
Total Hours; 110
Resources
The course material (class notes and necessary handouts) will be provided by the teacher.
The students will be required to have:
● Access to a library or the Internet to do research
● Access to the internet as well as electronic devices for note taking and communication for those taking the class online
Overall Curriculum Expectations
A. Scientific Investigation Skills and Career Exploration
A1 demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating); A2 identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.
B. Diversity of Living Things
B1 analyse the effects of various human activities on the diversity of living things;
B2 investigate, through laboratory and/or field activities or through simulations, the principles of scientific classification, using appropriate sampling and classification techniques;
B3 demonstrate an understanding of the diversity of living organisms in terms of the principles of taxonomy and phylogeny.
C. Evolution
C1 analyse the economic and environmental advantages and disadvantages of an artificial selection technology, and evaluate the impact of environmental changes on natural selection and endangered species;
C2 investigate evolutionary processes, and analyse scientific evidence that supports the theory of evolution;
C3 demonstrate an understanding of the theory of evolution, the evidence that supports it, and some of the mechanisms by which it occurs.
D. Genetic Processes
D1 evaluate the importance of some recent contributions to our knowledge of genetic processes, and analyse social and ethical implications of genetic and genomic research;
D2 investigate genetic processes, including those that occur during meiosis, and analyse data to solve basic genetics problems involving monohybrid and dihybrid crosses;
D3 demonstrate an understanding of concepts, processes, and technologies related to the transmission of hereditary characteristics.
E. Animals: Structure and Function
E1 analyse the relationships between changing societal needs, technological advances, and our understanding of internal systems of humans;
E2 investigate, through laboratory inquiry or computer simulation, the functional responses of the respiratory and circulatory systems of animals, and the relationships between their respiratory, circulatory, and digestive systems;
E3 demonstrate an understanding of animal anatomy and physiology, and describe disorders of the respiratory, circulatory, and digestive systems.
F. Plants: Anatomy, Growth and Function
F1 evaluate the importance of sustainable use of plants to Canadian society and other cultures;
F2 investigate the structures and functions of plant tissues, and factors affecting plant growth;
F3 demonstrate an understanding of the diversity of vascular plants, including their structures, internal transport systems, and their role in maintaining biodiversity.
Special Accommodations
Only Some students are able, with accommodations, to be part of a regular course curriculum and to demonstrate independent learning. These accommodations allow access to the course without any dilution of the knowledge and skills the student is expected to demonstrate. These required accommodations to facilitate the student’s learning will be identified in his or her IEP (see IEP Standards, 2000, page 11*).
It is likely that IEP for many or all courses will reflect the same accommodations. The instructions and accommodations are geared to meet the diverse needs of learners. The three types of accommodations that are going to be used are:
i) Instructional accommodations - changes in teaching/learning strategies facilitated by different styles of presentation; methods of organization; the use of technology and multimedia.
ii) Environmental accommodations - Certain classroom settings and preferential seating may benefit these students.
iii) Assessment: assessment procedures that enable the student to demonstrate his or her learning, such as Multiple Intelligence Theory, giving more time to complete tasks (see page 29 of the IEP Resource Guide, 2004, for more examples).
For students who require accommodations for only the mathematics courses, the assessment and evaluation of their achievement will be based on the appropriate course curriculum expectations and the achievement levels outlined in this document. The IEP box on the students’ Provincial Report Cards will not be checked, and no information on the provision of accommodations will be included.
* Taken from: Ministry of Education, Ontario. Extracted from The Ontario Curriculum, Grades 11 and 12: Science, 2008; (Pg:- 33-35) Date of extraction: Sunday, March 14, 2021
Program Considerations For English Language Learners
Students from a variety of cultural and linguistic backgrounds. For many of these students, English is not their spoken language. They may be coming from highly sophisticated educational systems, while others may have come from regions where access to formal schooling was limited. These students offer a rich addition to the classroom experience by way of their background knowledge and experience. All teachers will assist with their English- language development. In mathematics the teachers will include appropriate adaptations and strategies in their instructions and assessments to facilitate the success of the English language learners in their classrooms. Some of these strategies and adaptations are: modification of some or all of the course expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher.
Teaching/Learning Strategy
The key learning strategy at My Learning Oasis Elite Private School is Constructivism. This format facilitates learning by many techniques, most or all of which will be adopted in the classroom. The most dominant of these is group learning. The facilitator places students of different backgrounds in the same group so that they can feed off each other. Each may bring to the table a different reasoning strategy to facilitate problem-solving. Now, each student becomes a learner and a teacher at the same time, as he/she has to communicate his/her solution. This builds the students' knowledge base and by default, increases their confidence to speak in a crowd, albeit a small group at the beginning. The famous educationalist, Vygotsky, proved that by placing students in a group they function at the upper level of their zone of proximal development, each one scaffolding the other.
This strategy is further enhanced by the teacher asking leading questions as opposed to giving the answer outright, then allowing for group discussion. The students are encouraged to make connections between what they have learnt and their life experiences, then share with the group. The effect of this strategy is intrinsic motivation and learning. Each student develops an expanded appreciation of the topic at hand by seeing how it applies in different settings around the world by way of listening to their group members.
This Constructivist approach will be further accentuated by implementing “fish-bowling”. There are many ways to implement this technique. The one that will mostly be used will be by dividing up the larger problem (technical, mathematics, science, or otherwise) into smaller bits and have each student thoughtfully master one part. That student then teaches the group and facilitates a discussion reflection about the strategy (computational or otherwise) used in the solution. Each student in turn does this.
The above techniques enable students to reflect on the material learnt, make real life connections, and develop problem solving skills. One important by-product of the technique of Constructivism is that each student develops an appreciation of each other’s culture. This cultivates healthy people’s skill, which is not only important for the professional world but for life itself.
Constructivism lends itself well to students whose first language is not the language of instruction and who is new to the class. While other strategies will be used for students having difficulty with the English Language, this technique will definitely be used to enhance their English skill.
Assessment And Evaluation
At My Learning Oasis, course facilitators do not wait for a quiz or exam to determine how well a student is doing. Here, evaluation is an on-going exercise. The pedagogical techniques (refer to Teaching and Learning Strategies) used at My learning Oasis are perhaps the best techniques suited for on-going assessment, hence, they being an integral part of our delivery methodologies.
Concrete assessments are made through projects and assignments. However, the evaluation is based on “our flavor” of the Mastery Teaching technique. This ensures that the emphasis is on the quality of learning and NOT grading. Students' projects and homework will continuously be evaluated and re-evaluated with appropriate guidance to meet the school’s and Ministry’s expectations. At My Learning Oasis, we will work with the students until the projects meet a minimum of a B-grade, unless in extreme circumstances where the willful negligence of the students force lower grades. While this is a lot more taxing on the facilitator, it does not matter because My Learning Oasis is a Learner-centered institution NOT a Grade-Centered nor a Teacher-Centered institution.
Four categories of knowledge and skills are outlined in the achievement chart - knowledge and understanding, thinking, communication, and application. Student’s work is assessed and evaluated with respect to these categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade will then be recorded for this course and if that grade is 50% or higher, a credit is granted to the student and recorded for this course. The final grade for this course will be determined as follows:
● For material evaluated throughout the course, seventy percent of the grade will be assigned. This portion of the grade should reflect the student's consistency in his/her level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
● Thirty percent of the grade will be based on a final evaluation, which is administered towards the end of the course.
Final Exam: 30%
Grading for all course work, projects, presentation, participation, interim quizzes and exam: 70%
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